Socratic Seminar Prep Sheet for Any Text

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English Language Arts · English 9-12
SP-ELA912-026 · Free to print and use in your classroom · substituteplans.com
Page 2
Socratic Seminar Prep Sheet for Any Text
English Language Arts · English 9-12 · Grades 11-12 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the discussion rules on the board.
Technology
None.
Student
independence
Medium. Students prepare alone, then hold a seated group discussion that the sub only
supervises.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Students’ current class text, Whiteboard or chalkboard
Goal for today: Students will prepare text-based evidence and open-ended questions, then use them in a structured
discussion.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Ask students to take out the novel, play or story the class is reading. A backup discussion topic is printed on
the worksheet.
☐ Write on the board: 1) One person speaks at a time. 2) Refer to the text or an example. 3) Build on someone
else’s idea before adding your own. 4) Disagree with ideas, not people.
☐ Plan to rearrange chairs into a circle or two facing rows only if the room allows. Seated at desks is fine.
Say this to start
Good morning! Today you will prepare for and take part in a Socratic seminar. That is a group discussion where
students ask real questions and use evidence from the text to answer them. First you will prepare on your own, then
you will talk together. You do not need to agree with each other, but you do need to listen and to refer to the text.

SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-026 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and read the
four discussion rules from the board aloud.
Settle in and take out their text.
5–10
Tell students to answer questions 1 and 2 (multiple
choice).
Answer 1 and 2.
10–25
Tell students to fill in the Evidence Table and answer
questions 3–5 on their own. Walk the room. If a student is
stuck, ask: “What moment in the text surprised you or
confused you?”
Choose quotes, explain them, and write
questions.
25–42
Hold the seminar. Ask a student to read their opening
question (question 3). Let students respond to each other.
Step in only if the rules are not followed. If the talk stalls,
ask: “Who can find a place in the text that supports or
challenges that idea?” Remind quiet students that
everyone should speak at least once.
Discuss using the rules. Take notes on at
least one idea from a classmate.
42–48
Tell students to answer questions 6 and 7 (reflection).
Reflect on their own contribution and on
one idea from someone else.
48–50
Collect all worksheets.
Hand in the worksheet.
If things go wrong
• If students forgot their text, they can use the backup topic on the worksheet and refer to an example from
their own experience or a film they know.
• If a few students dominate, say: “Let’s hear from someone who hasn’t spoken yet.”
• If the discussion becomes heated, remind students to disagree with ideas, not people. If it does not calm
down, end the seminar and let students finish the reflection silently.
• If no one will speak, give students two minutes to turn to a neighbor and share their opening question first,
then restart the whole-group discussion.
Early finishers
• Write a follow-up question that builds on something a classmate said.
• Find a second quote that would challenge your own interpretation.
Support and challenge
• Support: Students may complete two rows of the Evidence Table instead of three and use sentence starters
from the board (“I noticed ...” “This reminds me of ...”).
• Challenge: Ask students to lead a part of the seminar by choosing the next question and calling on a
classmate.

SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-026 · Free to print and use in your classroom · substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: